Laurie O'Broin
Academic and research departments
Faculty of Arts and Social Sciences, Surrey Business School, Department of Strategy and International Business.About
Biography
Laurie O'Broin is a Senior Lecturer at Surrey Business School, University of Surrey, UK. She has research interests in leadership and the importance of interpersonal skills in cross-functional project teams. She is a process-improvement engineer turned organisational psychologist with an MSc in Work & Organisational Psychology from Aston University and an MEng in General Engineering from the University of Durham. She worked for a number of years in process improvement and change management before returning to academia. She is a co-author of a systematic review article on how organisational cognitive neuroscience can aid understanding in managerial decision-making in the Journal of International Management Reviews
Teaching
Semester 1:
- MAN3090: International Business Strategy
- MAN1103: Foundations of Business Management
- MAN1091: Business Skills
- MANM009: International Business Management
- MANM360: Psychological Assessment In the Workplace
Semester 2:
- MAN3110: Globalisation of Emerging Markets (Module Convener)
- MAN1089: Business Decision Making
- MAN2135: Business & Organisational Psychology
- MANM358: Applying Psychology at Work
University roles and responsibilities
- Programme Leader: BSc Business Management - Level 5
- Academic Integrity Officer
Publications
Leadership training has led to a large amount of research due to the belief that such training can lead to (or more precisely cause) positive changes in followers’ behavior and work performance. This chapter describes some of the conditions necessary for research to show a causal relationship between leadership training and outcomes. It then describes different research de‐ signs, employed in leadership training research, and considers the types of problems that can affect inferences about causality. The chapter focuses on the role of randomization of leaders (e.g., into training vs. non‐training conditions) as a key methodo‐ logical procedure and alludes to problems of achieving this in field settings.